INSTRUCTIONAL LEADERSHIP OF SCHOOL ADMINISTRATORS AFFECTING EFFECTIVENESS OF INTERNAL QUALITY ASSURANCE IN SCHOOLS UNDER UBONRATCHATHANI PRIMARY EDUCATIONAL SERVICE AREA OFFICE 4

Abstract

The purposes of this research were to study: 1) the Instructional leadership of school administrators; 2) Effectiveness of Internal Quality Assurance in Schools; 3) the Relationship Between the Academic Leadership of School Administrators and the Effectiveness of Internal Quality Assurance in Schools; 4) the predictive power of academic leadership of school administrators on the effectiveness of internal quality assurance in schools; 5) the Guidelines for Developing Academic Leadership of School Administrators to  the Effectiveness of Internal Quality Assurance in Schools. The sample consisted 285 of school administrators and teachers, obtained using the Multi-Stage Random Sampling. The questionnaire on academic leadership of school administrators had factor loadings ranging from .33 - .97 and a reliability coefficient of .94. The effectiveness of internal quality assurance in schools had factor loadings ranging from .41 - .97 and a reliability coefficient of .95. The statistical devices used in this study were percentage, mean, standard deviation, Pearson’s product moment correlation coefficient and Stepwise multiple regression analysis.

The results of the research were as follows:

1. The instructional leadership of school administrators in school in overall and specific are in high level.


2. The Effectiveness of Internal Quality Assurance in Schools overall and specific are in high level.


3. The instructional leadership of school administrators had a positive relationship with the Effectiveness of Internal Quality Assurance in Schools at a very high level with the statistical significance of the .01 level.


4. The instructional leadership of school administrators comprised four aspects which were able to predict the effectiveness of Internal Quality Assurance in Schools at the statistical significance of the .01 level. The said factors comprised four factors: the aspect of Supervision and monitoring, teacher development, the administration management of curriculum and instruction, the vision, mission and goals of the school. The predictive power of all said factors reached 74.90% with the standard error of estimate ± 0.17062.


5. The guidelines for developing the instructional leadership of school administrators affecting the effectiveness of Internal Quality Assurance in Schools involved four aspects: Internal Quality Assurance in Schools, Supervision and monitoring, teacher development, administration management of curriculum and instruction, the vision, mission and goals of the school.